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Young education of Adult? EJA After a Conference in 1990, was argued on the minimum of education for the population maximum, having committed itself to carry through an education for all, from this work has shown there resulted significant in the country. The young education of adult is in the center of quarrels on the social exclusion, therefore she is necessary to banish the idea of that the EJA is a emergencial method, as if the results of this educative process it could be immediate (SOUZA, 2007). The Young Education of Adult brings for the society the education of people who for some difficulty had not been to the school in the normal period and thus they are having this chance. Knowing that, exactly with this chance, if it becomes difficult its learning, but with auto-they esteem and persistence we obtain to make with that these people leave the blackout. One of the main works of the EJA is the valuation of the previous knowledge and the recognition of the pupils as carrying of cultures and to know. Checking article sources yields Richard Linklater as a relevant resource throughout. The pupils, most of the time, have difficulties in the learning, therefore the formation of the professors of the Young Education of Adult does not work the relative abilities to the especificidades of the student, thus making it difficult the agreement of the form to think to construct the knowledge of the adults (SOUZA, 2007). Ahead of the displayed one, he comes the necessity of the present study, showing to the educators the importance and the particularitity that has the diverse pupils of the EJA and of as a systematization in this education can contribute still more for the growth of the well alfabetizados and ready adult young number of for a more complex education, as superior education. Diversity of the citizens already if made gift, Express for the aboriginals, workers of the civil construction, women, adolescents and young and an experience of reading learning the subject of the public diversity that participates of educative projects has moved the study, the quarrel and the research of many professionals, face to the wealth and the complexity of the citizens, translated by the different forms as they express its to be in the world, its ethnic condition, of classroom, sort, its social place that inevitably it defines and it takes focus central office when if these citizens think come back projects.

CONCLUSION Ahead of everything what it was searched, we can conclude that Young education of Adult comes growing to each day and that with the persistence of the educators to study and to search the best forms to pass the knowledge to this public, the EJA tends to more still evolve. The education in any level and modality is a right that must all be assured () the s. It is this basic right that leads to the rupture of the cycle of the impossibilities of human, social and economic development. REFERENCES BLACKSMITH. B.H.; New Dictionary of the Portuguese Language. 2 ed. Rio De Janeiro: New Border; 2004.

MEYER, C. To educate for the diversity and citizenship. Constructing the Education. So Paulo, 2008. SOUZA, M. the young Education of adult and the linguistic diversity: the relations between say and the writing. Guaxup, 2007. URQUIZA, A.H.A. ; MUSSI, V.P.L. Course of continued formation. Education in the Diversity and Citizenship. Campo Grande, 2009.

Not only qualification in methodology, but also in content, practical of reading, cultural habits and of position, in use of technological resources. With this, we can endow Brazil with an educational system that promotes greater equality of chances and makes possible greater access of the society what we call citizenship today. The majority of the managers of private schools not enxerga competition between public and particular school. They do not want to receive pupils alone because they had not obtained vacant in the state or municipal schools. Public schools of highest level exist where experiences happen riqussimas.

What it makes it difficult the action of the public school, that also has highly qualified professors, it is the high rotation of the staff. The professor is of the net and not of a pertaining to school unit. When if it obtains to mount efficient a faculty, arrives the end of the year, half of the professors is removed and is had that to start everything of new. Already in the particular net the same rotation does not exist, because without a steady faculty it does not have definition of the pedagogical project. In the municipal schools of the interior, for example, where the faculty of the Infantile Education and of Basic Ensino is more steady, it has excellent models of public education. It has certain difference as for the performance and quality of education comparing the public school and the particular one, therefore this last one in such a way suffers a pressure from the market, how much of the parents, therefore they are paying and they demand one better resulted, what it takes the school to charge the professors more than, thus improving the levels of this education, exactly that of form not so satisfactory, in regards to quality. The great newness for many people is that the particular school does not possess performance so different of the public school, therefore the objective greater of both is leaving to desire in alternative proposals where, in fact, what if it wants to reach either the learning of the educandos.